Session Information
32 SES 04, Schools as Learning Organizations
Paper Session
Contribution
Improving schooling is a constant challenge for both government and professionals. Clearly it is significant for all the stakeholders including parents and employers as well as students —the critical users. It is recognised that improvement of learning for students needs development of schools and of teaching.
An aspect of educational improvement which seems uncontroversial is that education can be enhanced by research. Further, the argument goes, research is the paramount empirical response for informing decisions within and outwith schools. Whether or not it is the mechanism or one among others, it is not disputed that research is an obvious line of attack in improving education. This argument is not confined to schooling only but is figurative across professions and work environments including, for example, policing and justice contexts, and nursing and other health settings.
Calls for schooling to become more closely built on research have been in evidence for decades. and research has indeed become more part of the milieu of teachers’ work and a significant contribution to debates about continuing professional development.
Overall research has not delivered what might have been hoped for in improving schooling. Implementation in school practice has been patchy and slow and incorporation into school development as a mainstream practice has been disappointing or at best slow. In England ever-building partnerships have not emerged as one might have expected.
Method
Expected Outcomes
References
Boyd, P. and Smith, C (2014)
The contemporary academic: orientation towards research work and researcher identity of higher education lecturers in the health professions
Studies in Higher Education, 1-18
Constable, H (2015)
Lawrence Stenhouse: Teachers as Agents
Research Institute for Professional Learning in Education (RIPLE) University of Cumbria
Cordingley, P. (2008) Research and evidence‐informed practice: focusing on practice and practitioners Cambridge Journal of Education 38 (1), 37-52
Cordingley P. (2000) Teacher perspectives on the accessibility and usability of research outputsBERA Annual Conference. University of Cardiff, United Kingdom. Retrieved ...
Hargreaves, A 1994 Changing teachers, changing times
New York: Teachers College Press
Labaree, D (2008)The Dysfunctional Pursuit of Relevance in Educational Research.(2008). Educational Researcher, 37:7 (October), 421-23.
Stenhouse, L (1975)
An Introduction to Curriculum Research and Development London:Heinemann
Whitehead, J. (2015) Improving Schools With Action and Living Theory Research. A keynote presentation to the conference on 'Action Research and Approaches to School Improvement', in Nicosia, Cyprus on the 25th April 2015.
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